Date

7-21-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christine Saba

Keywords

sociocultural theory, advanced courses, equity, self-efficacy, Guam

Disciplines

Education

Abstract

The purpose of this exploratory qualitative case study was to understand the cultural, psychological, and institutional factors that influenced recent graduates from the Freely Associated States (FAS) in their access and participation in advanced courses located in Guam’s high schools. The theory guiding this study was Vygotsky’s sociocultural theory because it explained how learning and cognitive development happen by social interactions and cultural mediation. The framework provides a lens to examine how cultural practices, values, and social context influence students’ academic experience. The Central Research Question was: How do the cultural, psychological, and institutional factors contribute to the underrepresentation of FAS recent graduates in advanced courses in Guam’s high schools? A qualitative case study design was used to understand the experiences of recent FAS high school graduates. The data was collected from 10 participants through semi-structured interviews, a journal writing prompt, and focus group. The data was analyzed using coding, thematic analysis, and pattern matching techniques to determine the recurring themes. The results of the data analysis of participant responses resulted in five themes: 1) the pressure of culture, 2) a survival mindset of, “just for the smart kids,” 3) navigating passive recruitment, 4) environmental disruptions, and 5) culturally responsive mentorship. Three interpretations of findings were evident from examining the participants’ experiences: 1) cultural expectations influenced academic participation, 2) institutional practices reinforced low self-efficacy, and 3) inequities limited educational opportunities.

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